Chapter 11 &

Chapter 13
ALEXIS PANEPINTO
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 Epilepsy—When seizures occur chronically and repeatly, begins at childhood, 30% of epilepsy cases known to result
in seizure activity, infections of brain/central nervous system, metabolic disorders, high fever, genetics, etc. (also
generalized tonic-clonic seizure, absence seizure, complex partial seizure, simple partial seizure)

Diabetes—chronic disorder of metabolism where the child cannot obtain and retain adequeate energy from food.
Other important body parts are affected such as the eyes and kidneys. (Type 1 and Type 2)

Asthma—chronic lung disease by episodic bouts of wheexing, coughing, and difficulty breathing. Is triggered by
allerfens, irritans, exercise, or emotional stress

Autosomal Recessive Disorder—occurs when 2 copies pf an abnormal gene are present ( 3 most common are
cystic fibrosis, sickle cell disease, and Tay-Sachs disease)

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 HIV/AIDS-- HIV= found in infected person's bodily fluids that is transmitted from one person to another through sexual
contact and blood-blood contact.

AIDS= cannot resist and fight off infections because a breakdown in the immune system

Cerebral Palsy—disorder of movement and posture and is a permanent condition resulting from a lesion to the brain or
abnormality of brain growth.

Spina Bifida—a condition where the vertebrae does not enclose the spinal cord. As a result, a portion of the spinal cord
and the nerves that control the muscles and feeling in the lowest part of the body fails to develop normally.

Muscular Dystrophy—a group of diseases that are marked by progressive wasting away of the body' s muscles

Spinal Cord Injuries—A result of lesion to the spinal cord caused by a penetrating injury, stretching of the vertebral
column, fracture of invertebrate, or compression of the spinal cord.
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 Age of Onset
• Can determine which developmental
milestones a person achieved
• If onset was at birth, a child never
had the opportunity to develop in
certain areas
• If onset was later in life, milestones
were achieved
Severity & Visibility
• Can determine how peers
view the child
• If very severe, peers may
seclude the child which
brings esteem down
• Self-esteem can affect a
child's performance

*Certain accommodations can

make a child stand out to their
peers even more*
 Parallel Curriculum: allows for students
with disabilities to follow the general
education curriculum as close as
possible
 Accommodations allow for this to
happen
 Allows students to have academic
success
 Special education
placements offer smaller
class sizes, access to services
(PT/OT), adapted equipment
and technology
•Allows for interaction
Home and hospitals are
some of the most restrictive
Services can enrich the
environments due to lack of
child's school experience
interactions with general
education students
•To continue education in •Technology, aids, OT/PT
these settings, tutors can be •Some services are in relation
hired for instruction to health impairments and
require special aides or
personnel
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 Comprehensive and Equitable Identification
 Group and individual intelligence tests
 Achievement tests
 Multicultural Assessment and Identification
 Multifactored assessment process that meets
certain criteria
 Core Attributes
 Communication skills
 Imagination or creativity
 Inquiry
 Insight
 Memory
 Problem solving
Inquiry Based

• Evidence-based practice for teaching science that

engages students in asking research questions,
planning investigations, collecting and analyzing
data, deriving explanations, and communicating
their findings

Problem Based

• Students are to work together in small groups to seek

solutions to real world problems. The problems
engage students’ curiosity and initiate learning of
subject matter.

Project Based

• Students work together for an extended period of

time to investigate an authentic question and
produce a product or presentation designed to
answer that question
Full-Time Grouping Options
 Special Schools
 Specializes in gifted and talented students
 Special Classrooms
 All curriculum and instruction can be
focused on the needs of GT students
 Students are more likely to work at a pace
that works with their abilities
 May challenge some gifted students to
excel even further
 Cluster Ability Grouping
 Receive intensive differentiated curriculum
and instruction
 Consistent with the special education
practice of inclusion
Part-Time Grouping Options
 Resource Room
 Some believe this is the best option
 Offers many of the advantages of self-
contained classrooms
 Cluster Performance
 Students are able to work with those of the
same skill level
 Likeability Cooperative Learning Groups
 Students of higher ability are able to be
assigned different learning and assessment
criteria to better suit their learning.